Cognitive approach towards education and its impact on social responsibility of pre-school children

AbstractThis study investigates the impact of cognitive approach to education on the development of social responsibility in pre-school children. Twenty six female pre-school students (from Takrim Cognitive School) constituted the test group and twenty six female pre-school students (from Shookā Pre-School) constituted the control group. Variables such as age, sex, district of education and tuition costs were similar. At the beginning of school year both groups of students took Gresham Social Skills Rating System as pre-test, and took it again after eight months as post-test. In the test group, cognitive approach was exercised while in the control group traditional approach was being adopted. To disclose the difference between the two independent groups Mann–Whitney U test was used. Results of the study showed that there is a meaningful difference between the two groups in terms of their social responsibility toward themselves, other children, older people and environment